Learning Through Business Games

Richard Fortmüller
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Richard Fortmüller: Vienna University of Economics and Business Administration, Austria, richard.fortmueller@wu wien.ac.at

Simulation & Gaming, 2009, vol. 40, issue 1, 68-83

Abstract: The didactic function of business games is often seen only in the development of sociocommunicative competences and general problem-solving strategies. An equally important aspect of business games lies in the acquirement of technical and problem-oriented knowledge, which is the focus of this article. Moreover, this knowledge dimension is further elaborated and justified based on four areas of learning objectives seen from learning—theoretical and from didactic points of view: (a) the definition of these structures of knowledge that (cognitive—psychologically seen) correspond to the respective areas of the learning objective; (b) referring to cognitive learning theories, the degree to which knowledge can be acquired, through which learning processes will be assessed; and (c) which conditions are suitable to trigger the respective learning processes. Didactic analyses based on these assumptions deal with the question of how these learning conditions can be implemented in business games.

Keywords: business game didactics; complex teaching—learning arrangements; declarative knowledge; interconnected knowledge; learning conditions; learning objectives; problem-oriented knowledge; problem-oriented learning; procedural knowledge (search for similar items in EconPapers)
Date: 2009
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:40:y:2009:i:1:p:68-83

DOI: 10.1177/1046878107308075

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